REPUBLIC OF THE PHILIPPINES OFFICE OF THE PRESIDENT COMMISSION ON HIGHER EDUCATION

CHED MEMORANDUM ORDER (CMO) No. ____30____ Series 2004

SUBJECT: REVISED POLICIES AND STANDARADS FOR UNDERGRADUATE TEACHER EDUCATION CURRICULUM.

ARTICLE I
INTRODUCTION
Section 1. education. It is of utmost importance that the highest standards are set in defining the : * Objectives * Components *Processes of the pre-service teacher education curriculum Quality pre-service teacher education is a key factor in quality Philippine

ARTICLE II
AUTHORITY TO OPERATE

Section 2.

All private higher education institutions (PHEIs) intending to offer the Bachelor of Elementary Education (BEEd) or the Bachelor of Secondary Education (BSEd) or any of the professional education courses specified in both curricula must first secure proper authority from the Commission in accordance with existing rules and regulations.

ARTICLE III
PROGRAM SPECIFICATIONS

Section 3.

Degree The degree programs herein shall be called Bachelor of Elementary Education (BEEd) or Bachelor of Secondary Education (BSEd)

Section 4.

Program Description and General Objectives

The BEEd is structured to meet the needs of Professional teachers for elementary schools and special education programs in the Philippines; The BSEd for the needs of professional teachers for secondary schools in the Philippines.

BEEd: -aims to develop elementary school teachers who are either: a) Generalists who can teach across the different learning areas in grade school, b) Special education teachers, or c) Pre-school teachers. BSEd: -aims to develop high school teachers who can teach in one of the different learning areas in high school like: Mathematics Physical Sciences Biological Sciences English Filipino

Section 5. Allied Programs Teacher education is an applied discipline which draws from many of the basic disciplines in the: Social Sciences: Psychology ,Sociology ,Anthropology ,Economics ,Political Science, Applied Linguistics ,History ,Etc. Science and Technology Fields: Biology, Chemistry, Physics, Mathematics, Engineering, Information Technology, etc.) Humanities and Related Fields: Languages, Literature, Philosophy, Journalism, etc.)

ARTICLE IV
COMPETENCY STANDARDS
Section 6. Graduates of the BEEd and BSEd programs are teachers who:

Have the basic and higher level literacy, communication, numeracy, critical thinking, learning skills needed for higher learning; Have a deep and principled understanding of the learning processes and the role of the teacher in facilitating these processes in their students;

Have a deep and principled understanding of how educational processes relate to larger historical, social, cultural, and political processes; Have a meaningful and comprehensive knowledge of the subject matter that they will teach; Can apply a wide range of teaching process skill (including curriculum development, lesson planning, materials development, educational assessment, and teaching approaches); Have direct experience in the field / classroom (e.g. classroom observations teaching assistance, practice teaching);

Can demonstrate and practice the professional and ethical requirements of the teaching professions; Can facilitate learning of diverse types of learners, in diverse types of learning environments, using a wide range of teaching knowledge and skills; Can reflect on the relationships among the teaching process skills, the learning processing in the students, the nature of the content/subject matter, and the broader social forces encumbering the school and educational processes in order to constantly improve their teaching knowledge, skills, and practices.

Can be creative and innovative in thinking of alternative teaching approaches, take informed risks in trying out these innovative approaches, and evaluate the effectiveness of such approaches in improving student learning; and Are willing and capable to continue learning in order to better fulfill their mission as teachers.

Section 7. Curriculum Description The curriculum herein is designed to prepare professional teachers for practice in primary and secondary schools in the Philippines. The curriculum recognizes the need to equip teachers with a wide range of theoretical and methodological skills that will allow them more options and greater flexibility in designing and implementing learning environments that will maximize their students learning, once they are in teaching

Section 8. Curriculum Outline

BEEd BSEd General Education Courses 63 Professional Education Courses 54 Theory/Concepts courses 12 Methods/ Strategies courses 27 Field study courses 12 63 51 12

24
12

Section 9. General Education Courses General and legislated courses shall follow existing requirements. The CHED Memorandum No. 59 series 1996(63 units) is the recommended track for the teacher education programs. In addition, the course requirements for selected general education courses are specified in this curriculum (refer to section 17).

Section 10. Professional Education Courses These courses represent the component of the curriculum that aims to develop the range of knowledge and skills needed in the practice of teaching profession. These courses are divided into three broad categories: a. Theory and Concepts Courses b. Methods and Strategies Courses c. Field Study Courses

Section 11. Theory and Concepts Child and Adolescent Development Facilitating Human Learning Social Dimensions of Education The Teaching Professions 3 units 3 units 3 units 3 units

Section 12. Methods and strategies Courses

Principles of Teaching 1 3units Principles of Teaching 2 3units Assessment of Student Learning 1 3units Assessment of Student Learning 2 3units Educational Technology 1 3units Educational Technology 2 3units Curriculum Development 3units Development Reading 1 3units Development Reading 2 (for BEEd only) 3units

Section 13. Field Study Courses

Field Study 1 Field Study 2 Field Study 3 Field Study 4 Field Study 5 Field Study 6 Practice Teaching 1 unit 1 unit 1 unit 1 unit 1 unit 1 unit

6 units

Section 14 Special Topics Courses The students will have the opportunity to explore special topics and issues related to their field of study by taking three oneunit elective seminars on a range of topics chosen by the teacher education institution, based on their perceived needs of the students and the expertise of their faculty.

Section 15. Content Course for Courses BEEd

Science 12 units Mathematics 12 units English 12 units Filipino 6 units Social Studies 6 units Music, Arts, and Physical Education 3 units Home Economics and Livelihood Education Values Education units 3 units 3

Section 16. Specialization Courses for Courses BSEd For the BSEd program, all students have to complete 60 units of content courses in one of the following areas specialization: Mathematics Physical Sciences Natural Sciences English Filipino Social Studies Values Education Technology Education Music, Arts, Physical and Health Education Islamic Studies

Section 17. Sample Program of Study (Minimum Units) The program of study herein is only an example. HEIs may use this sample and modify it according to its needs. They may also add other preferred courses. The example program of study is shown in Annex A.

ARTICLE VI Courses Specifications

Section 18. The teacher education curriculum provides minimum requirements for the course specifications for selected general education courses, all professional education courses, and specialization courses. The course specifications indicate the minimum requirements.

ARTICLE VII Repealing Clause

Section 19. All pertinent rules and regulations or parts thereof that are inconsistent with the provisions of this policy are hereby repealed or modified accordingly.

ARTICLE VIII Effectivity Clause

These curricula for teacher education curriculum shall commence first semester of school year 2005 2006 and shall be effected as follows:

SY 2005 2006 For incoming freshmen SY 2006 2007 For incoming freshmen and sophomores SY 2007 2008 For incoming freshmen, sophomores and Juniors SY 2008 2009 All year level

HEIs applying for permits to offer new teacher education programs must comply with these policies and standards before they can be granted permit to offer the programs.

ARTICLE IX Acknowledgement
The Commission acknowledges the following for their contributions in the development of these policies and standards: The hundreds of faculty members and administrations of different TEIs, especially he Philippine Normal University, De La Salle University, etc.

Boys Ramel Moises Dela Cruz Israel Lenniel Laurente Sherwin John Lorico Wilbert Golpo Moses James Jaravata Edwin Ramos

Girls Jessica Jhoy Lusica Charmaine Tolosa Jennifer Wagayen Ella Caguioa

THE END
GROUP IV God Bless!

Thank you! TO GOD BE THE GLORY!